1. Describe the difference between leukocyte and white blood cells.
2. The term proteins are frequently used in the study of immunology. Explain the term/concept proteins.
3. Explain why the Black Death virus, which has caused millions of deaths, was deadly using concepts of immunology.
4. The recent bird flu virus, H7N9, has a 20% fatality rate if one is infected. a) what does it mean - 20% fatality rate? b) How is this virus different from a common flu virus? c) Are there ways to prepare our body immune system against such fatal, deadly virus? d) The bird flu virus wasn't infectious to humans before; explain why it could become viral and harmful to humans. e) Right now, the flu is unable to infect a person through human to human transmission; if it can infect through human to human transmissions, what could have changed in the virus?
Once in, find your page by looking for your name in either 7A_Immunity or 7B_Immunity. Instructions:
1) Write 7 most important or meaningful science words that help you to understand immunology. Give a simple definition to each word.
2) In 30 minutes, showcase/demonstrate your best or deepest understanding of immunology, with explanation; begin with a question or title (e.g. how --- works?)
3) If you have difficulty uploading images, email them to me, with appropriate file names (your name should be in it).
4) You may not refer to any notes or diagrams.
You may use cacoo or bubbl.us. SAVE periodically.
There are many materials and methods to reduce mold/fungal growth on bread. Find out the best method and calculate the effectiveness of each methods or materials.
Title of summative task: Pathogen vs immune system
As you were inhaling air through your nose, as you do every few seconds, a droplet of water molecules containing a colony of pathogens entered your air passage. Explain and illustrate how the immune system might respond to the colony of pathogens. You are encouraged to use mind-maps, flow-charts or other thinking tools. Ensure you show scientific understanding. In planning your response, you may use the topic sentence - key words - details structure discussed in class, to project your voice and prevent plagiarism.
Assessment criteria : B and C Possible work format: Podcast, iMovie, Poster, essay, webpage (wix.com), blog (wordpress), wiki classroom, http://www.weebly.com Organization tool: bubbl.us, the Helen Keller planner, Pages, cacoo.com Visual tool: Wordle (great for the main page or vocabulary page
Question involving the concept of work: You have been able to design a robot arm that runs on the energy extracted from carbonated drinks. Assuming the robot arm can push an object using 10N of force, calculate distance pushed by the robot arm using energy from 1 cup of coke.
Answer (Sheenin):
Answer:
Title of task: Pathogen vs immune system
As you were inhaling air through your nose, as you do every few seconds, a droplet of water molecules containing a colony of pathogens entered your air passage. Explain and illustrate how the immune system might respond to the colony of pathogens. You are encouraged to use mind-maps, flow-charts or other thinking tools. Ensure you show scientific understanding. In planning your response, you may use the topic sentence - key words - details structure discussed in class, to project your voice and prevent plagiarism.
The essay planner Science Essay scaffolding sample 1:
Explain the usefulness of vaccination and antibiotics (1 paragraph)
Explain how vaccination and antibiotics are applied for building immunity and fighting infections respectively. (show scientific understanding, 2 paragraphs)
Discuss the implications of vaccination or antibiotics to societal factors - economical, social, ethical and environmental (choose 1 factor, 1 paragraph)
Explain how the abuse of antibiotics has caused the emergence of superbugs (1 paragraph)
Explain the usefulness of vaccination and antibiotics (1 paragraph)
Explain how vaccination and antibiotics are applied for building immunity and fighting infections respectively. (show scientific understanding, 2 paragraphs)
Discuss the implications (consequences, positive/negatives) of vaccination or antibiotics to societal factors -economical, social, ethical (right or wrong, moral) and environmental (choose 1 factor, 1 paragraph)
Explain how the abuse of antibiotics has caused the emergence of superbugs (1 paragraph)
Homework:
Describe the digestion of plain bread as it goes through our digestive system.
Observations and hypothesis:
Previously, you have written down observations during the heart dissection activity, that may look like : Pig's heart has 4 chambers.
Today I would like you to provide a hypothesis for 4 - 5 significant observations.
Observation: Pig's heart has 4 chambers
Hypothesis: The upper two chambers provide/pump.....
Pictures of heart we took from the recent heart dissection activity:
Teeth chew food and break down food to smaller pieces so there's a greater surface for enzymes to act > salivary enzyme (amylase) : starch to maltose (simple sugar)
Carry out an experiment to test the following hypotheses:
1) Salivary enzyme converts starch to sugar
2) Salivary enzyme – a biological chemical - is denatured at high temperature
You are going for a 5 days camping trip. Describe the type and quantity of food you would bring and show that it will be a healthy diet.
Topic sentence: Organic food is expensive
Supporting details:
1. Organic farming requires more man-power > weeds to be pulled out manually > pesticides can't be used
2. Organic certification required > investment into facilities, expert consultation, resources or processes
3. lower shelf life > less time to sell > price increase to cover for food that expired
lower shelf life > export by air only or to places close to the markets/commercial centre > Land price nearer to markets/commercial centre is often more costly
Antacids (indigestion remedies) help to relieve acid indigestion by neutralizing stomach acid. The adverts say how quickly some antacids work. Do some antacids really work faster than others? Are some antacids stronger than others? You are going to plan an investigation to investigate which brand of antacid work more quickly This task will be assessing criteria D, E and F
Independent: 1) Temperature of water: 30, 50, and 80 degrees celciusHot water bath is used to heat 200ml of water to desired temperature (how)
Dependent:Weight/amount of salt dissolved20g of salt is weighed as initial weight of salt at the start of experiment. 1g of salt is added to water and stirred vigorously. This is repeated until salt would not dissolved anymore. Remaining amount of salt is recorded as final weight of salt. Amount of salt dissolved is initial - final weight of salt.
Conclusion:1) Results showed that solubility of salt increased increased with temperature of water. Solubility of salt increased by.... when temperature increased from .....2) This agree with my hypothesis3) Solubility of solute in a solvent is determined by the degree of attraction between solute and solvent molecules. The greater the attraction, the greater the solubility. When temperature of water is increased, both vibration and movement of molecules increased and these could change the degree of attraction between solute and solvent molecules to change.
Evaluation:1) Change sodium chloride salt to a coloured salt. When salt is colored, it's easier to see if all the salt has dissolved.2) The use of tap water can affect the fairness of experiment since it has dissolved minerals in it. Change tap water to purified or distilled water.3) Increase the amount of water to 500 ml to increase accuracy of results.4) Repeat the experiment two more times for more reliability in results. Task A
Design and carry out experiment to find out which coffee filter paper is better for filtration. Your design plan should show the independent, dependent, control, apparatus/material and method.
Give scientific explanation why one coffee filter is better than the other.
Task B
Design and make a distillation set using materials commonly found in stores and home.
Give scientific explanation to how your distillation set will separate water from salt water.
Three methods of separating chemicals
1) distillation
Physical properties
legs/no legs, worm like/not worm like, mandibles/without mandibles, 3 to 4 pairs of limbs/ more than 4 pairs of limbs, segmented body/ non-segmented body, shell/ no shell, pincers/no pincers, poisonous/ non poisonous, tail/ no tail, exo-skeleton/ no exo-skeleton, antenna/ no antenna,
Types of materials:
Ceramic
Fibre
Plastics
Metals
Glass
Physical properties
Strength
Hardness
Density
Flexibility
Electrical conductivity
Heat conductivity
Boiling point
Malleability
Ductility
Questions:
1) Why is acetic acid commonly stored in glass bottle?
2) Why is styrofoam used to contain hot coffee and tea?
3) Why is toothpaste kept in plastic tubes?
4) Why some pots are made of ceramics and some made of metals?
Make two identical boxes, describe how you can strengthened one of the box by adding beams (straws), conduct a strength test on the boxes and determine how much stronger the modified box.
Differentiate between physical and chemical reaction.
chemical reaction - A chemical reaction is the combination of two or new substances to form an entirely new product or substance.
Students observe a chemical reaction through reaction between baking soda and sodium hydroxide.
Unit three 'Environmental disaster'
Objective 1:
Students will self assess their cloud making experiment using criterion D and E rubric. They will have their work checked at least one, especially scientific understanding. Students should aim for a minimum of 4 for their achievement levels. Scientific understanding should show that students understand the role and relationship between volume, temperature, pressure, thermal energy, kinetic energy and rates of evaporation.
Objective 2:
Go to http://koiclub.wikispaces.com/
In preparation for Nuclear Energy essay writing, students will learn, through brainpop and other resources - radiation, radioactive isotopes and radioactivity. Students will read articles on radiation effects to prepare them to write on environmental and social effects of a nuclear disaster. Students will also learn how radiation is used in the medical field to treat cancer and obtain images through x-rays.
We aim to complete the research portion of this task in 4 lessons.
, [[file:Chernobyl Nuclear Disaster Revisited: Part one of a series (EnvironmentalChemistry.com).pdf]],[[file:Chernobyl Disaster's Agricultural and Environmental Impact: Part two of a series (EnvironmentalChemistry.com).pdf]], [[file:Chernobyl Disaster a Turning Point: Part three of a series (EnvironmentalChemistry.com).pdf]]
Objective 3:
Write the nuclear energy essay in 2 lessons. Criterion A will be used to assess this task.
Question:
1. How nuclear energy is used to solve energy scarcity?
2. How is nuclear energy produced?
3. What are the advantages and limitations of nuclear energy
4. How does nuclear radiation affect the environment?
5. How does nuclear radiation affect health?
Collapsing can experiment:
For this experiment you will need:
an empty aluminum soft-drink can
a 2- or 3-liter (2- or 3-quart) saucepan
a pair of kitchen tongs
Fill the saucepan with cold water. Put 15 milliliters (1 tablespoon) of water into the empty soft-drink can. Heat the can on the kitchen stove to boil the water. When the water boils, a cloud of condensed vapor will escape from the opening in the can. Allow the water to boil for about 30 seconds. Using the tongs, grasp the can and quickly invert it and dip it into the water in the pan. The can will collapse almost instantaneously. (Bassam)
Using science understanding (water molecules, pressure and volume, how can you explain why the can collapse?
Reference:
CHEMICAL DEMONSTRATIONS: A Handbook for Teachers of Chemistry, Volume 2, by Bassam Z. Shakhashiri, The University of Wisconsin Press, 2537 Daniels Street, Madison, Wisconsin 53704.
Investigate a factor affecting cloud formation.
What factor affects rate of evaporation or condensation? Choose a factor to study. Consider carefully how to measure size or weight of cloud formation. Describe clearly how the factor studied affected rate of evaporation and cloud size, and the relationship between pressure, volume and temperature.
Cloud making experiment
1 pour some water into a bottle
2 light up a stick and wait till there’s smoke produced. Blow out the fire and introduce smoke into the bottle.
3 cap the bottle and pressurized the bottle by quickly squeezing and releasing the bottle.
4 uncap the bottle and squeeze to release the cloud!
Does it make a difference to introduce dust particles into the bottle for cloud making? Why are dust particles needed for cloud making?
How can we measure how much cloud has been produced?
Why is squeezing and relaxing the bottle important? Does it make a difference to cloud making if we have more pressure compression?
How can we use our understanding to explain cloud seeding and flooding?
What is unclear about the method above? How can we improve the method so it's more repeatable?
Which part of the method induces condensation and which part of the method induces evaporation?
Why are some clouds still formed when smoke particles have not been introduced into the bottle?
Expectation:
1. There should a 'unit three science journal_name' google docs shared with me.
2. Write the meaning of the science vocabulary.
3. Begin answering the inquiry questions. You should spend at least 30 mins of homework time each week on the questions.
B: How can we support the main idea below? Copy and paste the main idea below into a google doc; name it organ transplant_your name and share it with me.
Topic sentence1:
The limitation of organ transplant is the long waiting list for patient requiring organ transplant.
Supporting details:
xxxx reported 93 000 Americans are on the kidney transplant waiting list. xxx noted 3000 people are waiting for a heart transplant in the United States. The reasons for the long list are that the number of organ donors are insufficient and it's difficult to find genetically matched organs. Patients on a long waiting list may risk death or further complications. Desperate patients may run to the black markets in China or Philippines because they simply couldn't wait any longer. In China, because of desperation for organs, organs of executed criminals are lawfully harvested without consent from the criminals (xxx).
Topics sentence2:
Another limitation to organ transplant is that transplanted organ may be rejected by the patient's immune system.
Supporting details:
Topic sentence3:
There are many ethical or legal debates regarding organ transplantation
Supporting details:
One of the central ethical concern is how organs from donors are distributed fairly. First of all, who decides on how organs are distributed and are they accountable to someone else? In the US, there's a non-profit organization contracted by the US Dept of Health and.... to operate a organ recipient waiting list. The priority given to organ recipients depends on the recommendation of doctors and this is where human error can affect fairness.
Equal access supporters believe that organ transplantation is a valuable medical procedure and worth offering to those who need it. They also argue that because the procedure is worthy, everyone should be able to access it equally.32 To encourage equality in organ transplantation, the equal access theory encourages a distribution process for transplantable organs that is free of biases based on race, sex, income level and geographic distance from the organ.
Some who believe in equal access distribution would also like to have an organ distribution process free of medical or social worthiness biases. Medical “worthiness” biases could exclude patients from reaching the top of the transplant waiting list if lifestyle choices like smoking and alcohol use damaged their organs. Social “worthiness” biases would factor in a patient’s place in society or potential societal contribution before giving them an organ. This would affect, among others, prisoners being punished for offenses against society.
The primary reasons for wanting to prevent individual worth from factoring into organ distribution include: a) the argument that individual worth does not determine medical need; b) the dilemma involved in deciding who will make decisions of who is worthy or not worthy to receive an organ, and; c) the slippery slope of determining an individual’s worth and whether or not it is fair to label someone worthy of a medical procedure.
On the other hand, some ethicists argue that individual worth is important to consider during organ distribution. They argue that distribution is biased against worthy individuals when individual worthiness factors are not included.
One example of this argument comes from a 1990s article in the Canadian Medical Association Journal by E. Kluge. Kluge argues that equal access distribution of organs is not fair and just if it includes people whose lifestyle choices, namely tobacco and alcohol use, ruined their organs. Kluge’s argument states that people who engage in poor lifestyle choices are behaving irresponsibly and could have
prevented their illness and are, in essence, increasing the need for organs and depriving people who, “have no control over their need,” of necessary treatment.35
Resource for writing topic sentence:
1) Statement of conclusion: Lighter shoes increase running distance 2) Supporting Data/Details Experiment showed running with 60g shoes resulted in 11km distance while wearing 100g shoes resulted in 8km distance 3) Confirming/agree/disagree/hypothesis My conclusion agrees with my hypothesis 4) Scientific Explanation Lighter shoes allow a runner to use less energy to overcome gravitational forces. Therefore more energy can be used to propel the runner forward.
Evaluation
1) Sources of error 2) Improvement to method 3) If I do this experiment again...
Digestion
Task: Describe how a MacDonald's beef burger is digested through our digestion system. Describe the journey of MacDonalds burger through the gut.
Digestion is a process in which large food molecules in the body is broken down into smaller food molecules.
Starch is broken down into glucose, protein is broken down into amino acids and fats are broken down into glycerol and fatty acids.
These products of digestions - glucose, amino acids and fatty acids are used as 'fuel' for generation of new cells and tissues, to repair damaged tissues, to keep the body systems healthy and robust.
Enzymes are special types of proteins produced by our body that speed up the process of digestion. See Diagram A
The mechanism of digestion is illustrated in Diagram B.
In class today, some students have expressed interest to discuss the following critical or extended questions in their cloud making report, to show deep understanding: How can changes in pressure and temperature explain greater occurrences of weather disasters, such as typhoons or cyclones? (note: air molecules move from area of higher pressure to lower pressure) How can changes in temperature explain hydrogen gas explosion at the Fukushima’s reactor? How can changes in pressure and temperature explain volcano?
Students, Answer the following questions in background/hypothesis or conclusion of your cloud making report: 1) Why compress and uncompress the cloud making bottle? 2) Why introduce dust or smoke into the cloud making bottle? 3) Why cloud making experiment needs to be done with the cap closed (closed system)? 4) Describe the relationship between volume, pressure and temperature. 5) If pressure can be explained by number of molecular collisions against the wall of container, why is pressure increasing when volume is decreased? (optional) 6) How can intermolecular interactions or attractions between water molecules explain the formation of a bigger or heavier cloud in your experiment? (optional) Please note that work handed in after the 1st of June may be ungraded.
Unit 3 experiment/ research question: How can I make a bigger and denser cloud?
Guiding questions:
How do I know if the cloud is bigger or heavier? How can I measure cloud size or weight?
What makes a bigger and denser cloud? What do I need to know before doing the experiment? : Concepts of evaporation (rate of evaporation, condensation, pressure, temperature, volume, precipitation, radiation (transfer of energy) and surface area.
What are the resources? : brainpop, science wiki, youtube on cloud making.
Lesson Objectives:
Lesson 1 and 2 - researching on the concepts: evaporation (rate of evaporation, condensation, pressure, temperature, volume, precipitation, radiation (transfer of energy) and surface area, and applying them to the research question. Testing hypothesis and ideas.
Unit 2 How do our body systems work? How well do we understand our body? How many systems are there in our body that keeps us healthy and functional? How do those systems work and how can we maintain our systems? The special focus of this unit is the immune system.
Digestion
Digestion is a process in which large food molecules in the body is broken down into smaller food molecules.
Starch is broken down into glucose, protein is broken down into amino acids and fats are broken down into glycerol and fatty acids.
These products of digestions - glucose, amino acids and fatty acids are used as 'fuel' for generation of new cells and tissues, to repair damaged tissues, to keep the body systems healthy and robust.
Enzymes are special types of proteins produced by our body that speed up the process of digestion. See Diagram A
The mechanism of digestion is illustrated in Diagram B.
1) Develop clear and well explained scientific understanding. Note down science vocabulary and apply it!
2) Develop wide range of science language or vocabulary. Expertly use different forms and formats to communicate ideas and findings; mind-maps, flow-charts, booklets, graphs, diagrams and posters are excellent examples.
3) Do not copy off sources; understand and then write in your own words. Also cite your sources.
4) Move from answering 'what' to 'how'. For example, instead of what anti-pathogens do to how anti-pathogens work.
Resource: http://www.typesofbacteria.co.uk/how-do-disinfectants-antiseptics-work.html
Brainpop: antibiotic resistance
Design and develop a booklet on ' The Human Immune system' to show your understanding on the human immune system and demonstrate a good range of communication skills and science language.
Stage 1: Generate questions so you know what to find out.
e.g. What are the components of
Stage 2: Research on questions
C2 Defence systems
1 a List four ways disease-causing microbes can enter your body
b Describe how bacteria, viruses and fungi can make you ill if they get into your body.
2 Describe how white blood cells to protect the body from infection.
3 Why is breast feeding better for babies than bottle feeding? Stage 2: The immune system
Questions:
What is a microorganism?
What are the main types of microbe?
How microbes can be useful to us? Describe.
Draw a diagram of a bacterium, a virus and a fungus and label their key features.
Give three differences between viruses and bacteria.
Imagine that every single microbe on the planet has been killed. Write a story about how this would have a serious effect on our lives.
Questions:
How many systems our body has?
What are the different types of systems and what are their functions?
What happens when one of the systems break down?
Unit 1 How have chemical reactions affected our lives?
To what extent has the knowledge of chemical reactions affected our lives? Are the effects good or bad? Plastics are the products of chemical reactions. Plastics have made products cheaper and easier to produces. Plastics are also almost impossible to recycle. There have been reports of toxins in plastics and these are dangerous to health and physical developments. How about acid-base reactions? Are these reactions useful or harmful? Explore all this inHow have chemical reactions affected our lives?
Hand in science report for assessment, print a hard copy and ensure your name and class are written on the front page.
Discussion on 'how to analyze graph?'
Good science analysis - 'the rate of increase of antacid ......' , ' pH of .... antacid increased by (2? 3?)..... in ......... minutes
The rate of increase for ...... antacid was ....pH/minute and ......pH/minute for ........antacid.
The pH for .....antacid increased by .... pH from ...... th second to the ......th second.
Sample Analysis:
At the start of the experiment, there is a huge increase of pH as the antacid was poured into the acid solution. The pH of the green antacid increased by 0.42 in the first minute, and the blue antacid increased by 1.1 pH in the first two minutes. After the pH more or less stabilized, the average amount it increased was 0.1 per minute. Although the green antacid managed to maintain a higher pH throughout the experiment, the blue antacid pH was increasing at the same pace. During most of the recordings, the green antacid had a greater pH of 0.6 - 0.7. ( Andrea G7Paul)
Students, please be sure of the expectation this week:
Audio recording of your scientific understanding (Why antacid A is more effective and efficient?)
The science report draft for initial assessment, by 8 October Friday, using Pages.
Listen to Omar's scientific understanding on neutralization:
Draft Report deadline! : 7N and 7P - Next Friday. (I understand you have lots going on next week...ISA testing, etc)
To reiterate my main points on today's lesson: You need to explain how one antacid is more efficient/effective than the other using solid science understanding.
Inquiry on 'How chemical reactions are affecting us'
Use the Structure of Report; transfer it into Google Docs
=
Today's objective 10 Sept:
Recall concept of concentration; h
Learn how to use a burette for titration; need to be gentle.
Learn rough titration and record volume of titration in proper table.
Plot titration curve; if successful, it should look like below:
Program 1:
Plan an experiment to determine chemical X and Y to be acid or alkali. You're only given phenol red solution. For each test, you are only allowed a maximum of 2 drops for each chemicals.
Program 2:
Found this in a website, thought we should give it a go...
Have an adult slowly warm 1/2 cup of heavy cream (or milk).
When it begins simmering, stir in a few spoonfuls of vinegar (lemon juice will also work).
Continue adding spoonfuls of vinegar and stirring until it begins to gel.
Now let the it cool.
Next, wash the rubbery stuff with water to clean it off. You'll have little plastic 'curds'.
Experiment planning - Use structure of report from science wiki>practical skills > SOP file. Plan for a) independent variable b) dependent variable c) control variable.
Draw a diagram to illustrate your experimental setup. You may discuss with your partner.
Question to answer:
How would you know if the acid solution has affected the plant growth?
What's important to ensure that the experiment is fair or well controlled?
10th to 14th May:
Wednesay: Data collection. Record observation such as colour and height or weight of plant. Work on data processing (graph) and the report.
Use 'structure of report' from the science wiki!
Friday: Work on the report. You may ask to record data if the data recording on Wednesday is inconclusive or insufficient. 1st draft of your report is expected the following Wednesday 19th May.
3rd to 7th May:
Friday:
Setup experiment to investigate the effects of acid rain on plant growth.
Setup experiment to investigate the effects of acid rain on iron chips.
Materials and apparatus provided : container for the plant, cotton bud for plant's roots to absorb water and nutrients, diluted sulfuric, nitric and hydrochloric acid.
Design an experiment to investigate the effects of acid rain on plant growth.
Disease presentation - The focus on the disease presentation can be:
how the disease can be prevented, using scientific explanation. You would have to read up on the concept of antibiotics or vaccination.
how the body reacts to the infection, using scientific explanation. You would have to read up on the concept of immunity or immune system - white blood cell.
how the virus or bacteria infect the body, using scientific explanation. You would have to read up on methods of transmission.
Shows how the white blood cells chases a pathogen - links : http://www.youtube.com/watch?v=JnlULOjUhSQ
The due date for final report/assessment is this Friday ( 9th April).
Check that
You have an initial assessment at least once.
Review the new good samples from the wiki's sample report folder.
You are using the new rubrics and checklist.
" Factors affecting growth of fungus"
Have you done these?
Plan for the aim, hypothesis, independent, dependent and controlled factors.
Thought of how fungus will be introduced to the bread.
Thought of the environment the fungus needs to be in.
Thought of how factors like moisture or acidity can be change so an effect can be recorded and measured.
Thought of how fungus growth can be measured and recorded.
Ask a student from grade 7S on what they did on the Wednesday's lesson. They were setting up the experiment but how did they set it up?
Context is - fungus is an infection to the bread. How do you protect the bread from a massive infection?
How can I get a grade 6 for criteria D, E and even B for science reports?
Science Investigation: How many drops of water can fit into one side of a coin? (completed)
Concepts to use for this experiment : cohesion, surface tension and forces between molecule
Task 1 : Design an experiment to investigate ' How many drops of liquid can fit into one side of a coin?'. Use structure of report
Task 2: Carry out experiment and record results and observations.
Checklist to complete before Task 2 :
You have completed aim, hypothesis, independent variable, dependent variable, controlled variable and method.
You have discussed how independent variable and dependent variable will be manipulated.
Task 3: Analyze results and write conclusions/evaluations
Check that you have downloaded a sample report Expt graded 6.pdf so you can score a 5 or 6 for criterion D and E
Due date for full report (individual): Monday 8 Feb
Reminders:
1) Include apparatus/material and constant variable in your report
2) independent variable is what you change in experiment and dependent variable is what you measure in experiment
A4: Total Breakdown (Click to access) You have about 45 mins to attempt the worksheet. Please answer the questions in your science notebook.
Open book test: Download
You may refer to online resources to help you to answer the questions. Please answer the questions on A4 paper. You may also choose to answer on google docs and print the answer sheet when you return to school next Wednesday.
SCIENCE 2012 - 2013:
The Science Debate: Should we use Science and Technology to artificially and significantly extend/prolong humans' life expectancy?
Resource:
http://www.mindmeister.com/fr/51713130/should-medical-science-always-seek-to-prolong-life
G7 Higher Order Thinking Test:
To respond, click into your name through http://tis-science-classroom.wikispaces.com/
1. Describe the difference between leukocyte and white blood cells.
2. The term proteins are frequently used in the study of immunology. Explain the term/concept proteins.
3. Explain why the Black Death virus, which has caused millions of deaths, was deadly using concepts of immunology.
4. The recent bird flu virus, H7N9, has a 20% fatality rate if one is infected.
a) what does it mean - 20% fatality rate?
b) How is this virus different from a common flu virus?
c) Are there ways to prepare our body immune system against such fatal, deadly virus?
d) The bird flu virus wasn't infectious to humans before; explain why it could become viral and harmful to humans.
e) Right now, the flu is unable to infect a person through human to human transmission; if it can infect through human to human transmissions, what could have changed in the virus?
7A Immunity test:
Click to enter: TISOpenTest_wiki
Once in, find your page by looking for your name in either 7A_Immunity or 7B_Immunity. Instructions:
1) Write 7 most important or meaningful science words that help you to understand immunology. Give a simple definition to each word.
2) In 30 minutes, showcase/demonstrate your best or deepest understanding of immunology, with explanation; begin with a question or title (e.g. how --- works?)
3) If you have difficulty uploading images, email them to me, with appropriate file names (your name should be in it).
4) You may not refer to any notes or diagrams.
You may use cacoo or bubbl.us. SAVE periodically.
There are many materials and methods to reduce mold/fungal growth on bread. Find out the best method and calculate the effectiveness of each methods or materials.
Title of summative task: Pathogen vs immune system
As you were inhaling air through your nose, as you do every few seconds, a droplet of water molecules containing a colony of pathogens entered your air passage. Explain and illustrate how the immune system might respond to the colony of pathogens. You are encouraged to use mind-maps, flow-charts or other thinking tools. Ensure you show scientific understanding. In planning your response, you may use the topic sentence - key words - details structure discussed in class, to project your voice and prevent plagiarism.
Assessment criteria : B and C
Possible work format: Podcast, iMovie, Poster, essay, webpage (wix.com), blog (wordpress), wiki classroom,
http://www.weebly.com
Organization tool: bubbl.us, the Helen Keller planner, Pages, cacoo.com
Visual tool: Wordle (great for the main page or vocabulary page
Resources:
Mini lessons - http://www.youtube.com/watch?v=R2ANzg-e41M&feature=em-upload_owner ,
http://www.youtube.com/watch?v=Ab676viKszI&feature=em-upload_owner
Learning through a mind-map:
Resources:
http://www.khanacademy.org/science/biology/immunology
brainpop - immune system
Torque and Work done
Revision:
Answer:
Question involving the concept of work:
You have been able to design a robot arm that runs on the energy extracted from carbonated drinks. Assuming the robot arm can push an object using 10N of force, calculate distance pushed by the robot arm using energy from 1 cup of coke.
Answer (Sheenin):
Answer:
Title of task: Pathogen vs immune system
As you were inhaling air through your nose, as you do every few seconds, a droplet of water molecules containing a colony of pathogens entered your air passage. Explain and illustrate how the immune system might respond to the colony of pathogens. You are encouraged to use mind-maps, flow-charts or other thinking tools. Ensure you show scientific understanding. In planning your response, you may use the topic sentence - key words - details structure discussed in class, to project your voice and prevent plagiarism.
The essay planner
Science Essay scaffolding sample 1:
Science Essay scaffolding sample 2:
Question 2:
http://padlet.com/wall/o7tj23of1y - boys
http://padlet.com/wall/od01hzgdlw - girls
Reading material for immunity:
Vaccination and Antibiotics essay__
Tuning-in :
Resources: www.vaccines.com
Step 1: Task clarification
7A retest paper:
Re-test question:
You have just consumed a can of coke and an egg. Describe how they will be digested through the digestive system.
Answers to questions:
13) B 14) B 15) A
Interesting links:
http://www.relax.com.sg/relax/media/1645194/Germiest_places.html
Pre-test questions:
Answer:
1) What is digestion?
2) Why is digestion necessary?
3) Suggest how Michael can obtain his 90g of protein today.
How white bread is digested through the digestive system?
Digesting information on the digestive system:
Homework:
Describe the digestion of plain bread as it goes through our digestive system.
Observations and hypothesis:
Previously, you have written down observations during the heart dissection activity, that may look like : Pig's heart has 4 chambers.
Today I would like you to provide a hypothesis for 4 - 5 significant observations.
Observation: Pig's heart has 4 chambers
Hypothesis: The upper two chambers provide/pump.....
Pictures of heart we took from the recent heart dissection activity:
Teeth chew food and break down food to smaller pieces so there's a greater surface for enzymes to act > salivary enzyme (amylase) : starch to maltose (simple sugar)
Carry out an experiment to test the following hypotheses:
1) Salivary enzyme converts starch to sugar
2) Salivary enzyme – a biological chemical - is denatured at high temperature
Practical :
Resources:
Nutrients deficiency:
http://listverse.com/2012/03/16/top-10-vitamin-deficiencies/
Daily nutritional needs:
http://www.livestrong.com/article/519883-daily-nutritional-requirements-for-teens/
You are going for a 5 days camping trip. Describe the type and quantity of food you would bring and show that it will be a healthy diet.
Topic sentence: Organic food is expensive
Supporting details:
1. Organic farming requires more man-power > weeds to be pulled out manually > pesticides can't be used
2. Organic certification required > investment into facilities, expert consultation, resources or processes
3. lower shelf life > less time to sell > price increase to cover for food that expired
lower shelf life > export by air only or to places close to the markets/commercial centre > Land price nearer to markets/commercial centre is often more costly
Part 2:
Write your answers in
Antacids (indigestion remedies) help to relieve acid indigestion by neutralizing stomach acid. The adverts say how quickly some antacids work. Do some antacids really work faster than others? Are some antacids stronger than others? You are going to plan an investigation to investigate which brand of antacid work more quickly
This task will be assessing criteria D, E and F
Resources:
Independent:
1) Temperature of water: 30, 50, and 80 degrees celciusHot water bath is used to heat 200ml of water to desired temperature (how)
Dependent:Weight/amount of salt dissolved20g of salt is weighed as initial weight of salt at the start of experiment. 1g of salt is added to water and stirred vigorously. This is repeated until salt would not dissolved anymore. Remaining amount of salt is recorded as final weight of salt. Amount of salt dissolved is initial - final weight of salt.
Conclusion:1) Results showed that solubility of salt increased increased with temperature of water. Solubility of salt increased by.... when temperature increased from .....2) This agree with my hypothesis3) Solubility of solute in a solvent is determined by the degree of attraction between solute and solvent molecules. The greater the attraction, the greater the solubility. When temperature of water is increased, both vibration and movement of molecules increased and these could change the degree of attraction between solute and solvent molecules to change.
Evaluation:1) Change sodium chloride salt to a coloured salt. When salt is colored, it's easier to see if all the salt has dissolved.2) The use of tap water can affect the fairness of experiment since it has dissolved minerals in it. Change tap water to purified or distilled water.3) Increase the amount of water to 500 ml to increase accuracy of results.4) Repeat the experiment two more times for more reliability in results.
Task A
Task B
Three methods of separating chemicals
1) distillation
2) filtration
3) evaporation
Why and how do we classify?
Dichotomous key: A system of classifying organism by repeatedly choosing between two branches of identical physical property.
Task: Use dichotomous key to classify the invertebrates below. Publish your work as a poster.
grasshopper, ant, butterfly, bee, beetle, spider, scorpion, centipede, crab, lobster, milipede, earthworm, flatworm, leech, snail, clam, starfish and sea anemone
Physical properties
legs/no legs, worm like/not worm like, mandibles/without mandibles, 3 to 4 pairs of limbs/ more than 4 pairs of limbs, segmented body/ non-segmented body, shell/ no shell, pincers/no pincers, poisonous/ non poisonous, tail/ no tail, exo-skeleton/ no exo-skeleton, antenna/ no antenna,
Types of materials:
Ceramic
Fibre
Plastics
Metals
Glass
Physical properties
Strength
Hardness
Density
Flexibility
Electrical conductivity
Heat conductivity
Boiling point
Malleability
Ductility
Questions:
1) Why is acetic acid commonly stored in glass bottle?
2) Why is styrofoam used to contain hot coffee and tea?
3) Why is toothpaste kept in plastic tubes?
4) Why some pots are made of ceramics and some made of metals?
Make two identical boxes, describe how you can strengthened one of the box by adding beams (straws), conduct a strength test on the boxes and determine how much stronger the modified box.
Differentiate between physical and chemical reaction.
chemical reaction -
A chemical reaction is the combination of two or new substances to form an entirely new product or substance.
Students observe a chemical reaction through reaction between baking soda and sodium hydroxide.
Unit three 'Environmental disaster'
Objective 1:
Students will self assess their cloud making experiment using criterion D and E rubric. They will have their work checked at least one, especially scientific understanding. Students should aim for a minimum of 4 for their achievement levels. Scientific understanding should show that students understand the role and relationship between volume, temperature, pressure, thermal energy, kinetic energy and rates of evaporation.
Objective 2:
Go to http://koiclub.wikispaces.com/
In preparation for Nuclear Energy essay writing, students will learn, through brainpop and other resources - radiation, radioactive isotopes and radioactivity. Students will read articles on radiation effects to prepare them to write on environmental and social effects of a nuclear disaster. Students will also learn how radiation is used in the medical field to treat cancer and obtain images through x-rays.
We aim to complete the research portion of this task in 4 lessons.
Reading resources:
Internet resources:
http://www.brainpop.com/science/energy/radioactivity/preview.weml
http://www.brainpop.com/science/cellularlifeandgenetics/geneticmutations/preview.weml
http://www.brainpop.com/health/diseasesinjuriesandconditions/cancer/preview.weml
http://www.brainpop.com/science/cellularlifeandgenetics/dna/
http://www.brainpop.com/science/energy/mariecurie/
http://www.brainpop.com/health/diseasesinjuriesandconditions/cancer/
http://en.wikipedia.org/wiki/Poisoning_of_Alexander_Litvinenko
Objective 3:
Write the nuclear energy essay in 2 lessons.
Criterion A will be used to assess this task.
Question:
1. How nuclear energy is used to solve energy scarcity?
2. How is nuclear energy produced?
3. What are the advantages and limitations of nuclear energy
4. How does nuclear radiation affect the environment?
5. How does nuclear radiation affect health?
Collapsing can experiment:
For this experiment you will need:
an empty aluminum soft-drink can
a 2- or 3-liter (2- or 3-quart) saucepan
a pair of kitchen tongs
Fill the saucepan with cold water. Put 15 milliliters (1 tablespoon) of water into the empty soft-drink can. Heat the can on the kitchen stove to boil the water. When the water boils, a cloud of condensed vapor will escape from the opening in the can. Allow the water to boil for about 30 seconds. Using the tongs, grasp the can and quickly invert it and dip it into the water in the pan. The can will collapse almost instantaneously. (Bassam)
Using science understanding (water molecules, pressure and volume, how can you explain why the can collapse?
Reference:
CHEMICAL DEMONSTRATIONS: A Handbook for Teachers of Chemistry, Volume 2, by Bassam Z. Shakhashiri, The University of Wisconsin Press, 2537 Daniels Street, Madison, Wisconsin 53704.
Investigate a factor affecting cloud formation.
What factor affects rate of evaporation or condensation? Choose a factor to study. Consider carefully how to measure size or weight of cloud formation. Describe clearly how the factor studied affected rate of evaporation and cloud size, and the relationship between pressure, volume and temperature.
Cloud making experiment
1 pour some water into a bottle
2 light up a stick and wait till there’s smoke produced. Blow out the fire and introduce smoke into the bottle.
3 cap the bottle and pressurized the bottle by quickly squeezing and releasing the bottle.
4 uncap the bottle and squeeze to release the cloud!
Vocabulary:
Condensation, Evaporation, Pressure, pressure change, compression/compressed, induce
Inquiry questions:
Expectation:
1. There should a 'unit three science journal_name' google docs shared with me.
2. Write the meaning of the science vocabulary.
3. Begin answering the inquiry questions. You should spend at least 30 mins of homework time each week on the questions.
REPORT WRITING
A: Comment, mark and grade the report below:
Name the file - surface tension_your name - and email it to me.
ESSAY WRITING
B: How can we support the main idea below? Copy and paste the main idea below into a google doc; name it organ transplant_your name and share it with me.
Topic sentence1:
The limitation of organ transplant is the long waiting list for patient requiring organ transplant.
Supporting details:
xxxx reported 93 000 Americans are on the kidney transplant waiting list. xxx noted 3000 people are waiting for a heart transplant in the United States. The reasons for the long list are that the number of organ donors are insufficient and it's difficult to find genetically matched organs. Patients on a long waiting list may risk death or further complications. Desperate patients may run to the black markets in China or Philippines because they simply couldn't wait any longer. In China, because of desperation for organs, organs of executed criminals are lawfully harvested without consent from the criminals (xxx).
Topics sentence2:
Another limitation to organ transplant is that transplanted organ may be rejected by the patient's immune system.
Supporting details:
Topic sentence3:
There are many ethical or legal debates regarding organ transplantation
Supporting details:
One of the central ethical concern is how organs from donors are distributed fairly. First of all, who decides on how organs are distributed and are they accountable to someone else? In the US, there's a non-profit organization contracted by the US Dept of Health and.... to operate a organ recipient waiting list. The priority given to organ recipients depends on the recommendation of doctors and this is where human error can affect fairness.
Equal access supporters believe that organ transplantation is a valuable medical procedure and worth offering to those who need it. They also argue that because the procedure is worthy, everyone should be able to access it equally.32 To encourage equality in organ transplantation, the equal access theory encourages a distribution process for transplantable organs that is free of biases based on race, sex, income level and geographic distance from the organ.
Some who believe in equal access distribution would also like to have an organ distribution process free of medical or social worthiness biases. Medical “worthiness” biases could exclude patients from reaching the top of the transplant waiting list if lifestyle choices like smoking and alcohol use damaged their organs. Social “worthiness” biases would factor in a patient’s place in society or potential societal contribution before giving them an organ. This would affect, among others, prisoners being punished for offenses against society.
The primary reasons for wanting to prevent individual worth from factoring into organ distribution include: a) the argument that individual worth does not determine medical need; b) the dilemma involved in deciding who will make decisions of who is worthy or not worthy to receive an organ, and; c) the slippery slope of determining an individual’s worth and whether or not it is fair to label someone worthy of a medical procedure.
On the other hand, some ethicists argue that individual worth is important to consider during organ distribution. They argue that distribution is biased against worthy individuals when individual worthiness factors are not included.
One example of this argument comes from a 1990s article in the Canadian Medical Association Journal by E. Kluge. Kluge argues that equal access distribution of organs is not fair and just if it includes people whose lifestyle choices, namely tobacco and alcohol use, ruined their organs. Kluge’s argument states that people who engage in poor lifestyle choices are behaving irresponsibly and could have
prevented their illness and are, in essence, increasing the need for organs and depriving people who, “have no control over their need,” of necessary treatment.35
Resource for writing topic sentence:
Web resource: http://www.worldaidsorphans.org/section/the_orphans_crisis/the_facts
Implications of AIDS on societal factors:
http://www.avert.org/aids-funding.htm - for supporting details to discuss political and economical implications
http://voices.yahoo.com/is-too-much-money-allocated-aids-research-209621.html?cat=5
- for supporting details to discuss political and economical implications
http://www.un.org/ecosocdev/geninfo/afrec/vol15no1/151aids9.htm
How to write conclusion
1) Statement of conclusion:
Lighter shoes increase running distance
2) Supporting Data/Details
Experiment showed running with 60g shoes resulted in 11km distance while wearing 100g shoes resulted in 8km distance
3) Confirming/agree/disagree/hypothesis
My conclusion agrees with my hypothesis
4) Scientific Explanation
Lighter shoes allow a runner to use less energy to overcome gravitational forces.
Therefore more energy can be used to propel the runner forward.
Evaluation
1) Sources of error
2) Improvement to method
3) If I do this experiment again...
Digestion
Task: Describe how a MacDonald's beef burger is digested through our digestion system. Describe the journey of MacDonalds burger through the gut.Part 1:
Part 2:
Diagram A showing nutrients broken down to smaller substances
Diagram B showing how enzyme works
Investigate a factor affecting growth of fungus:
http://herbarium.usu.edu/fungi/funfacts/experiment.htmScience this week:
Link 1:
http://www.bscs.k12.mi.us/website/mygradedocument/mygrade_168_The%20Six%20Types%20of%20Nutrients.pdf
Link 2:
http://www.slideshare.net/dcardona100/types-of-nutrients-presentation
Link 3:
http://www.healthalternatives2000.com/fruit-nutrition-chart.html
Balanced and healthy diet:
Task: Research on an aspect of diet.
Sample answer:
- http://www.slideshare.net/KerryLee/acid-base-worksheet?from=share_email
Please read the notes and complete the worksheetTask 1 - Effects of acid rain - Download
Task 2 - Investigate:What makes rainwater acidic? Download
Research on the advantages, disadvantages or limitations of solutions to acid rain. You may use the links below as resources:
http://www.elmhurst.edu/~chm/vchembook/197acidrainsoln.html
http://www.pollutionissues.com/Re-Sy/Scrubbers.html
http://sites.google.com/site/acidrain1project/
Investigate efficiency and effectiveness of various antacids, using titration techniques - download
Investigate antacids.pdf
- Details
- Download
- 32 KB
Instructions:
Criteria to assess: B, C,D,E and F
Stage 1: Setting the tone
Resources:
SCIENCE 2010 - 2011:
Please download a new planner for cloud making:
In class today, some students have expressed interest to discuss the following critical or extended questions in their cloud making report, to show deep understanding:
How can changes in pressure and temperature explain greater occurrences of weather disasters, such as typhoons or cyclones?
(note: air molecules move from area of higher pressure to lower pressure)
How can changes in temperature explain hydrogen gas explosion at the Fukushima’s reactor?
How can changes in pressure and temperature explain volcano?
Students,
Answer the following questions in background/hypothesis or conclusion of your cloud making report:
1) Why compress and uncompress the cloud making bottle?
2) Why introduce dust or smoke into the cloud making bottle?
3) Why cloud making experiment needs to be done with the cap closed (closed system)?
4) Describe the relationship between volume, pressure and temperature.
5) If pressure can be explained by number of molecular collisions against the wall of container, why is pressure increasing when volume is decreased? (optional)
6) How can intermolecular interactions or attractions between water molecules explain the formation of a bigger or heavier cloud in your experiment? (optional)
Please note that work handed in after the 1st of June may be ungraded.
Unit 3 experiment/ research question: How can I make a bigger and denser cloud?
Guiding questions:
How do I know if the cloud is bigger or heavier? How can I measure cloud size or weight?
What makes a bigger and denser cloud? What do I need to know before doing the experiment? : Concepts of evaporation (rate of evaporation, condensation, pressure, temperature, volume, precipitation, radiation (transfer of energy) and surface area.
What are the resources? : brainpop, science wiki, youtube on cloud making.
Lesson Objectives:
Lesson 1 and 2 - researching on the concepts: evaporation (rate of evaporation, condensation, pressure, temperature, volume, precipitation, radiation (transfer of energy) and surface area, and applying them to the research question. Testing hypothesis and ideas.
Lesson 3 - answering guiding questions, writing up hypothesis, independent/dependent/control variable.
Unit 2 How do our body systems work?
How well do we understand our body? How many systems are there in our body that keeps us healthy and functional? How do those systems work and how can we maintain our systems? The special focus of this unit is the immune system.
Digestion
Diagram A showing nutrients broken down to smaller substances
Diagram B showing how enzyme works
The small intestine:
Communication task: Present : How is the small intestines well - adapted for the absorption of food?
Unit 3: Natural and man-made disaster
How radiation occur and the effects of radiation of living organisms
Develop understanding of:
atomic nuclei
unstable atomic nuclei
Subatomic particles
Heavy elements
Units of radiation - becquerel and rads
Half-life
Resources:
http://www.wisegeek.com/what-is-radioactivity.htm
http://www.brainpop.com/science/energy/radioactivity/preview.weml
Nuclear power and fission : http://british-energy.com/pagetemplate.php?pid=313
Essay Task: Genetically modified food and animals
Use this for planning:
Resources: http://www.greenfacts.org/en/gmo/index.htm,
Deadline: To be completed in 4 science lessons.
For information about genes, DNA and chromosome, check http://www.medicalnewstoday.com/articles/120574.php
Sample report from Seung a :
End of unit test:
End of unit answer:
How can you do well for unit 2?
1) Develop clear and well explained scientific understanding. Note down science vocabulary and apply it!
2) Develop wide range of science language or vocabulary. Expertly use different forms and formats to communicate ideas and findings; mind-maps, flow-charts, booklets, graphs, diagrams and posters are excellent examples.
3) Do not copy off sources; understand and then write in your own words. Also cite your sources.
4) Move from answering 'what' to 'how'. For example, instead of what anti-pathogens do to how anti-pathogens work.
DNA Inquiry
http://news.bbc.co.uk/2/hi/programmes/world_news_america/9338646.stm-Genetically modified pigs
Open book quiz:
Explains how breast milk protects newborns from pathogens
Science this week:
These are the questions we are answering now. Paste these questions into your google doc.
After working on these questions, we will examine the concept of antibiotics resistance.
Resource:
http://www.typesofbacteria.co.uk/how-do-disinfectants-antiseptics-work.html
Brainpop: antibiotic resistance
Design and develop a booklet on ' The Human Immune system' to show your understanding on the human immune system and demonstrate a good range of communication skills and science language.
Stage 1: Generate questions so you know what to find out.
e.g. What are the components of
Stage 2: Research on questions
C2 Defence systems
1 a List four ways disease-causing microbes can enter your body
b Describe how bacteria, viruses and fungi can make you ill if they get into your body.
2 Describe how white blood cells to protect the body from infection.
3 Why is breast feeding better for babies than bottle feeding?
Stage 2: The immune system
Questions:
Stage 1: Introduction to body systems
Watch 'human body' on brainpop.
http://health.nytimes.com/health/guides/index.html
Read http://www.nytimes.com/2010/11/23/health/23global.html?scp=3&sq=H1n1&st=cse
Questions:
How many systems our body has?
What are the different types of systems and what are their functions?
What happens when one of the systems break down?
Unit 1 How have chemical reactions affected our lives?To what extent has the knowledge of chemical reactions affected our lives? Are the effects good or bad? Plastics are the products of chemical reactions. Plastics have made products cheaper and easier to produces. Plastics are also almost impossible to recycle. There have been reports of toxins in plastics and these are dangerous to health and physical developments. How about acid-base reactions? Are these reactions useful or harmful? Explore all this in How have chemical reactions affected our lives?
SCIENCE this week:
Template to start working!
Research or read up on "Effects of chemical products on environment and health".
Sample work:
2. Describe how chemical pollutants, such as dioxins or Bisphenol-A (BPA) may affect our health?
Are there practical solutions health authorities and yourself should consider to protect the environment or our health from chemical pollutants?
Web resources(NEW):
http://www.mediapost.com/publications/?fa=Articles.showArticle&art_aid=140679
http://www.bizjournals.com/phoenix/stories/2009/01/19/daily11.html - government policy
Web resources:
http://www.wired.com/wiredscience/2010/03/ocean-bpa/
http://www.ukrivers.net/pollution.html
http://topics.nytimes.com/top/reference/timestopics/subjects/m/melamine/index.html
Inquiry questions:
Resources/websites for scientific understanding:
http://www.greenmanspage.com/ guides/phfacts.html
Root cell
What's important? Data collection and knowing what and how to collect data. Remember, plant growth don't wait for you.
Download summative task for unit 1:
G7-unit1-summative task.pages
- Details
- Download
- 150 KB
Discussion on 'how to analyze graph?'
Sample Analysis:
At the start of the experiment, there is a huge increase of pH as the antacid was poured into the acid solution. The pH of the green antacid increased by 0.42 in the first minute, and the blue antacid increased by 1.1 pH in the first two minutes. After the pH more or less stabilized, the average amount it increased was 0.1 per minute. Although the green antacid managed to maintain a higher pH throughout the experiment, the blue antacid pH was increasing at the same pace. During most of the recordings, the green antacid had a greater pH of 0.6 - 0.7. ( Andrea G7Paul)
Students, please be sure of the expectation this week:
Listen to Omar's scientific understanding on neutralization:
Draft Report deadline! : 7N and 7P - Next Friday. (I understand you have lots going on next week...ISA testing, etc)
To reiterate my main points on today's lesson: You need to explain how one antacid is more efficient/effective than the other using solid science understanding.Inquiry on 'How chemical reactions are affecting us'
FINDING OUT :Write down your resources and what they say in http://www.wallwisher.com/wall/g7unit1
Experiment!
Investigate efficiency and effectiveness of various antacids, using titration techniques - download
Investigate antacids.pdf
- Details
- Download
- 32 KB
Instructions:
Criteria to assess: C,D,E and F
=
Today's objective 10 Sept:
Program 1:
Plan an experiment to determine chemical X and Y to be acid or alkali. You're only given phenol red solution. For each test, you are only allowed a maximum of 2 drops for each chemicals.
Program 2:
Found this in a website, thought we should give it a go...Check this web: Video making plastics
Program 3:Investigate: How well do antacids work?
Objective: Plan and carry out an investigation to compare how quickly different brands of antacids work.
Resource: Structure of Report.
Instructions:
Download
Antacids Expt.pdf
- Details
- Download
- 32 KB
Download
Lesson Outcome for antacid expt.pages
- Details
- Download
- 90 KB
Important date: 6 Sept Monday for submission of draft report.
Mini objectives:
Reflection:
Students need to record science data and observation, e.g. record weight before and after, etc.
SCIENCE 2009 - 2010:
Climate change inquiry -Acid Rain experiment:
Lesson Objectives:
Question to answer:
10th to 14th May:
Wednesay: Data collection. Record observation such as colour and height or weight of plant. Work on data processing (graph) and the report.
Use 'structure of report' from the science wiki!
Friday: Work on the report. You may ask to record data if the data recording on Wednesday is inconclusive or insufficient. 1st draft of your report is expected the following Wednesday 19th May.
3rd to 7th May:
Friday:
Wednesday:
Disease presentation - The focus on the disease presentation can be:
The rubrics for the task :
MULTIMEDIA PRESENTATION CHECKLIST :
Due date for assessment : 21st April (Wednesday)
Sample: http://www.commoncraft.com/protecting-reputations-video#
Shows how the white blood cells chases a pathogen - links : http://www.youtube.com/watch?v=JnlULOjUhSQ
The due date for final report/assessment is this Friday ( 9th April).
Check that
" Factors affecting growth of fungus"
Have you done these?
Context is - fungus is an infection to the bread. How do you protect the bread from a massive infection?
How can I get a grade 6 for criteria D, E and even B for science reports?
Download
Science Project: Disease poster (ongoing)
Criteria being assessed - B and C
Deadline: Feb 5 (Fri) - submission , Feb 3 (Wed) - feedback and clarification
Download instructions for the project -
Science Investigation: How many drops of water can fit into one side of a coin? (completed)
Concepts to use for this experiment : cohesion, surface tension and forces between molecule
Task 1 : Design an experiment to investigate ' How many drops of liquid can fit into one side of a coin?'. Use structure of report
Task 2: Carry out experiment and record results and observations.
Checklist to complete before Task 2 :
Task 3: Analyze results and write conclusions/evaluations
Check that you have downloaded a sample report
Due date for full report (individual): Monday 8 Feb
Reminders:
1) Include apparatus/material and constant variable in your report
2) independent variable is what you change in experiment and dependent variable is what you measure in experiment
Criteria to check: D, E and F
Download structure of report here
Download instructions for 'issues of nutrition' -
Check rubric by clicking
WEEK 1:
A4: Total Breakdown (Click to access)
You have about 45 mins to attempt the worksheet. Please answer the questions in your science notebook.
Open book test: Download
You may refer to online resources to help you to answer the questions. Please answer the questions on A4 paper. You may also choose to answer on google docs and print the answer sheet when you return to school next Wednesday.
Download
WEEK 2: 2/12 to 4/12
Lab test 1: Determine the nutrients (fats, proteins, sugar, starch) present in powder X using nutrient test
To help you to prepare for Lab test 1, download